Children seeking sanctuary and the welcoming teacher

: inclusive relationships and Martin Buber’s philosophy of dialogue

Abstract

This thesis explores the ways educators can welcome children seeking sanctuary into their classroom. With an increasing population of forced migrants around the world, many educators seek ways to include children who require asylum. This research brings together Martin Buber’s philosophy of dialogue and his thoughts on education with the experiences and insights of seven educators who have welcomed children seeking sanctuary. In this way the research unveils possibilities for inclusive relationships between educators and the children they have welcomed.

Using a dialogic research methodology inspired by Buber’s I and Thou philosophy, this research explores ways of including children seeking sanctuary. Interviews were conducted through a two-part process. Part one was an initial dialogic encounter with an educator, which took place using voice over internet protocol. This encounter was then transcribed as the preparation for Part 2. This transcription acted as a focus for part two – the second dialogic encounter. In this second encounter, themes that emerged from the first interview were explored, and a second transcription was created. Key points emerging from the dialogic encounters address: ways to support the language needs, emotional needs, and the need to belong experienced by children seeking sanctuary. Buber’s idea of walking ‘a narrow ridge’ is related to education to examine the ways educators negotiate the optimum way to enable children seeking sanctuary to acquire another language and new ways of communicating. While Buber’s consideration of the ‘education of character’ informs an exploration of the emotional needs of children seeking sanctuary. Finally, Buber’s conception of relationships and inclusion emerge as central themes in understanding each child’s need to belong.

This research opens a window onto dialogic encounters in education. Buber’s philosophy points us through this window towards the vista of experiences and ideas shared by the educators. At the same time, the ideas that emerges out of these dialogic encounters shine back in through the window to bring new light to Buber’s philosophy of dialogue. This light illuminates the difference inclusive educators can make by developing welcoming and hospitable educational spaces for children seeking sanctuary.

Date of Award	7 Feb 2023
Original language	English
Awarding Institution	University of Winchester
Supervisor	Wayne Veck (Supervisor), Alasdair Richardson (Supervisor) & Geraldene Codina (Supervisor)